XCIV. BASIC SKILLS OF NEUROLINGUISTIC PROGRAMMING APPLIED IN PRIMARY BASIC EDUCATION
##plugins.themes.bootstrap3.article.sidebar##
views: 26 |
downloads: 98
##plugins.themes.bootstrap3.article.main##
Abstract
Education is constantly going through transformations, which must be adapted and
assimilated in the teaching-learning process. Therefore, the purpose of this research is to
analyze the basic skills of neurolinguistic programming applied in the teaching practices of
Primary Basic Education. For this, the components of these skills on anchoring, relaxation,
synchronization were studied, as well as they are presented in the practical work of the
teacher. Highlighting the relevance of the search for relevant bibliographic sources of these
skills based on Sambrano (2015), Shapiro (2014), O´Connor and Seymour (2013), among
others. A descriptive and correlational positivist-quantitative study was applied, based on a
questionnaire of nine questions with five alternatives of Likert scale responses, validated by
five experts in the educational area and with a reliability of rtt = 0.956. As a result, there is a
medium-considerable positive correlation between synchronization and relaxation, while in
the other skills it presents a low-medium positive correlation. In conclusion, it can be added
that within this discipline it is possible to relate with authenticity, being assertive, weaving
opportunities, similarities, identifications, adding wills to transform realities, reducing
distances to understand mental universes, from a series of key elements to start its study,
which are decisive at the time of carrying out a process of understanding and personal training
within the educational field, inclusive, that allow an effective teaching practice.
Download Statistics
##plugins.themes.bootstrap3.article.details##
neurolinguistic programming. abilities practices, education
Caracas, Venezuela. 6ta edición. Editorial Episteme.
Bavister, T y Vickers. G (2014) Gestión de la calidad. Conceptos, enfoques, modelos y
sistemas. Pearson. Prentice hall. España.
Carpio. G y Flores. S (2015). Planeación diaria de la clase. Guía para el docente. Trillas.
México.
Cudicio. O (2013). Cambios paradigmáticos en educación. En la gerencia de la calidad
educativa. Compendio. Cuadernos monográficos Candidus. Año 1 Nº 4. Portuguesa.
Venezuela.
Dobrinsky, H (2014). PNL Básica con cerebro tríadico. (1era Edición). Bogotá: Intermedio
Editores.
Hernández, R. Fernández, C y Baptista, P. (2010). Metodología de la investigación.
Colombia: Editorial McGraw-Hill. Cuarta Edición.
Ministerio de Educación Nacional (MEN), 2012, en Colombia.
Morillo. L (2014). Programación Neurolingüística. McGraw-Hill Interamericana, S.A.
España.
Niño, V. (2011). Metodología de la investigación. Diseño y ejecución. Bogotá. Ediciones de
la U.
O´Connor. J y Seymour. J (2013). Introducción a la. Programación neurolingüística.
EDICIONES URANO d. Argentina.
Palella, S. y Martins, F. (2012). Metodología de la investigación cuantitativa. Fondo Editorial
de la Universidad Pedagógica Experimental Libertador. Caracas, Venezuela.
Pimienta, J. y de la Orden, A. (2012). Metodología de la investigación. Competencias +
Aprendizaje + Vida. Editorial Pearson Educación, México.
Shapiro. S (2014). Abriendo Caminos a la Participación en el Ámbito Escolar. Colombia:
Aula Abierta.
Sambrano. D (2015). Organizaciones. Duodécima edición. Mc Graw Hill. México.
Sotillo. M (2010). Estrategias de Integración Escolar. Colombia: Mc Graw Hill.